我的課需要人工智能。這是我到目前為止所學(xué)到的。
My class required AI. Here's what I've learned so far.
我的課需要人工智能。這是我到目前為止所學(xué)到的。
(Spoiler alert: it has been very successful, but there are some lessons to be learned)
（劇透警告：已經(jīng)很成功了，但也有一些教訓(xùn)要吸?。?/span>
My class required AI. Here's what I've learned so far. --- 我的課需要人工智能。這是我到目前為止所學(xué)到的。 (substack.com)
I fully embraced AI for my classes this semester, requiring students to use AI tools in a number of ways.?This policy?attracted a lot of interest, and I thought it worthwhile to reflect on how it is going so far. The short answer is: great! But I have learned some early lessons that I think are worth passing on.
這學(xué)期我在課堂上完全接受了 AI，要求學(xué)生以多種方式使用 AI 工具。這項(xiàng)政策引起了很多人的興趣，我認(rèn)為值得反思一下到目前為止的進(jìn)展情況。簡(jiǎn)短的回答是：太好了！但我已經(jīng)學(xué)到了一些我認(rèn)為值得傳承的早期課程。
First, as background, I required AI use in slightly different ways across three separate undergraduate and masters-level entrepreneurship and innovation classes. One class was built on extensive AI use: I required students use AI to help them
首先，作為背景，我要求在三個(gè)不同的本科和碩士水平的創(chuàng)業(yè)和創(chuàng)新課程中以略有不同的方式使用人工智能。一堂課建立在廣泛使用人工智能的基礎(chǔ)上：我要求學(xué)生使用人工智能來(lái)幫助他們generate ideas, produce written material, help create apps, generate images, and more.
產(chǎn)生想法、制作書面材料、幫助創(chuàng)建應(yīng)用程序、生成圖像等等。Another class???另一個(gè)類had assignments?that required students to use AI, and other assignments where AI was optional. For the final class, I introduced them to AI tools and suggested their use, but did not have specific AI assignments. All of the classes had the same AI policy, and I provided every class with my?guides to using AI,?writing with ChatGPT, and?generating ideas with ChatGPT.
有要求學(xué)生使用 AI 的作業(yè)，以及其他 AI 可選的作業(yè)。在最后一節(jié)課中，我向他們介紹了 AI 工具并提出了使用建議，但沒有具體的 AI 作業(yè)。所有班級(jí)都有相同的 AI 政策，我為每個(gè)班級(jí)提供了使用 AI、使用 ChatGPT 寫作以及使用 ChatGPT 產(chǎn)生想法的指南。
I should also mention that, having gotten access to the new Bing AI this week, I?already think most of our expectations of what AI can do are outdated. The system is so much more capable than ChatGPT that many of the issues with the old AI are no longer relevant. I think it will hasten even more AI integration into our teaching, so I believe the lessons I have been learning remain relevant.
我還應(yīng)該提一下，在本周訪問了新的 Bing AI 之后，我認(rèn)為我們對(duì) AI 可以做什么的大部分期望已經(jīng)過(guò)時(shí)了。該系統(tǒng)比 ChatGPT 強(qiáng)大得多，以至于舊 AI 的許多問題都不再相關(guān)。我認(rèn)為這將加速更多人工智能融入我們的教學(xué)，所以我相信我一直在學(xué)習(xí)的課程仍然具有現(xiàn)實(shí)意義。
Without training, everyone uses AI wrong
沒有訓(xùn)練，每個(gè)人都用錯(cuò)了AI
I have been hearing reports from teachers about how they are seeing lots of badly-written AI essays, even though ChatGPT is capable of quite good writing. I think I know why. Almost everyone’s initial attempts at using AI are bad.
我一直從老師那里聽到關(guān)于他們?nèi)绾慰吹皆S多寫得不好的 AI 論文的報(bào)告，盡管 ChatGPT 能夠?qū)懙煤芎?。我想我知道為什么。幾乎每個(gè)人最初使用 AI 的嘗試都很糟糕。
In one assignment, I asked students to “cheat.” They were told:?You need to generate a 5 paragraph essay on a topic relevant to the lessons you have learned in the class so far (team dynamics, selecting leaders, after action reviews, communicating a vision - whatever you like!), but you are going to have an AI do it for you. You will also generate at least 1 illustration to go with your essay.?They had to try at least 5 prompts, and they had to write a reflection at the end on how the AI did.
在一項(xiàng)作業(yè)中，我要求學(xué)生“作弊”。他們被告知：你需要寫一篇 5 段的文章，主題與你迄今為止在課堂上學(xué)到的課程相關(guān)（團(tuán)隊(duì)動(dòng)力、選擇領(lǐng)導(dǎo)者、行動(dòng)后回顧、傳達(dá)愿景——隨便你喜歡什么！），但你將會(huì)有一個(gè)人工智能為你做這件事。您還將生成至少 1 個(gè)插圖以配合您的論文。他們必須嘗試至少 5 個(gè)提示，并且他們必須在最后寫下關(guān)于人工智能如何做的反思。
Almost everyone’s first prompts were very straightforward. They usually pasted in the assignment directly, something like?generate a 5 paragraph essay on selecting leaders. Sometimes they went a little further:?use an academic tone?or?write it for an MBA class. The result was almost always a mediocre C- essay. I think this is what most teachers are seeing, and why a lot of people underestimate what ChatGPT can do as a writing tool.
幾乎每個(gè)人的第一個(gè)提示都非常直截了當(dāng)。他們通常直接粘貼在作業(yè)中，比如生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章。有時(shí)他們走得更遠(yuǎn)：使用學(xué)術(shù)語(yǔ)氣或?yàn)?MBA 課程編寫。結(jié)果幾乎都是平庸的C-essay。我認(rèn)為這是大多數(shù)老師所看到的，也是為什么很多人低估了 ChatGPT 作為寫作工具的作用。
However, in my assignment, I required students to use multiple prompts, which forced them to consider how to improve their output. At this point, students went in one of three directions. It would help to show you examples of these paths, so I wrote fictional prompts:
然而，在我的作業(yè)中，我要求學(xué)生使用多個(gè)提示，這迫使他們考慮如何提高輸出。此時(shí)，學(xué)生們朝三個(gè)方向之一走去。向您展示這些路徑的示例會(huì)有所幫助，因此我編寫了虛構(gòu)的提示：
Approach 1: Minor variations, letting the AI do the work
方法 1：細(xì)微變化，讓 AI 完成工作
Generate a 5 paragraph essay on selecting leaders
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams
生成一篇關(guān)于團(tuán)隊(duì)如何選擇領(lǐng)導(dǎo)者的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams and how team process works
生成一篇關(guān)于團(tuán)隊(duì)如何選擇領(lǐng)導(dǎo)者以及團(tuán)隊(duì)流程如何運(yùn)作的 5 段文章Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability.
生成一篇關(guān)于如何通過(guò)團(tuán)隊(duì)、團(tuán)隊(duì)流程和領(lǐng)導(dǎo)能力選擇領(lǐng)導(dǎo)者的 5 段文章。Generate a 5 paragraph essay on how leaders are selected by teams, team process, and leadership ability, 250 words.
生成一篇關(guān)于如何通過(guò)團(tuán)隊(duì)、團(tuán)隊(duì)過(guò)程和領(lǐng)導(dǎo)能力選擇領(lǐng)導(dǎo)者的 5 段文章，250 字。
Approach 2: Adding restrictions and user knowledge
方法 2：添加限制和用戶知識(shí)
Generate a 5 paragraph essay on selecting leaders
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章，涵蓋喋喋不休的假設(shè)、領(lǐng)導(dǎo)地位影響和資歷Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader.
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章，涵蓋喋喋不休的假設(shè)、領(lǐng)導(dǎo)者地位影響和資歷。說(shuō)明喋喋不休的效果是說(shuō)得最多的人成為領(lǐng)導(dǎo)者。Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Use examples. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章，涵蓋喋喋不休的假設(shè)、領(lǐng)導(dǎo)者地位影響和資歷。說(shuō)明喋喋不休的效果是說(shuō)得最多的人成為領(lǐng)導(dǎo)者。使用示例。使用生動(dòng)的語(yǔ)言，并從一位回國(guó)攻讀 MBA 的管理顧問的角度出發(fā)。為 MBA 課程的教授撰寫有關(guān)團(tuán)隊(duì)?wèi)?zhàn)略和創(chuàng)業(yè)精神的文章。Generate a 5 paragraph essay on selecting leaders, cover the babble hypothesis, leader status effects, and seniority. Explain that the babble effect is that whoever talks the most is made leader. Consider the challenges and advantages of each approach. Use examples. Use active tense and storytelling. Use vivid language and take the perspective of a management consultant who has gone back for her MBA. Write for a professor in an MBA class on team strategy and entrepreneurship.
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章，涵蓋喋喋不休的假設(shè)、領(lǐng)導(dǎo)者地位影響和資歷。說(shuō)明喋喋不休的效果是說(shuō)得最多的人成為領(lǐng)導(dǎo)者?？紤]每種方法的挑戰(zhàn)和優(yōu)勢(shì)。使用示例。使用主動(dòng)時(shí)態(tài)和講故事。使用生動(dòng)的語(yǔ)言，并從一位回國(guó)攻讀 MBA 的管理顧問的角度出發(fā)。為 MBA 課程的教授撰寫有關(guān)團(tuán)隊(duì)?wèi)?zhàn)略和創(chuàng)業(yè)精神的文章。
Approach 3: Co-editing?方法 3：共同編輯
Generate a 5 paragraph essay on selecting leaders
生成一篇關(guān)于選擇領(lǐng)導(dǎo)者的 5 段文章That is good, but the third paragraph isn’t right. The babble effect is that whoever talks the most is made leader. Correct that and add more details about how it is used. Add an example to paragraph 2
那很好，但是第三段不對(duì)。喋喋不休的效果是，誰(shuí)說(shuō)話最多，誰(shuí)就成為領(lǐng)導(dǎo)者。更正它并添加有關(guān)其使用方式的更多詳細(xì)信息。在第 2 段中添加示例The example in paragraph 2 isn’t right, presidential elections are held every 4 years. Make the tone of the last paragraph more interesting. Don’t use the phrase “in conclusion”
第2段的例子不對(duì)，總統(tǒng)選舉每4年舉行一次。讓最后一段的語(yǔ)氣更有趣。不要使用“總而言之”這個(gè)短語(yǔ)Give me three possible examples I could use for paragraph 4, and make sure they include more storytelling and more vivid language. Do not use examples that feature only men.
給我三個(gè)可以用于第 4 段的示例，并確保它們包含更多的故事和更生動(dòng)的語(yǔ)言。不要使用僅以男性為特征的示例。Add the paragraph back to the story, swap out the second paragraph for a paragraph about personal leadership style. Fix the final paragraph so it ends on a hopeful note.
將這一段添加回故事中，將第二段換成關(guān)于個(gè)人領(lǐng)導(dǎo)風(fēng)格的一段。修改最后一段，使其以充滿希望的音符結(jié)尾。
The first approach yielded very mediocre results and students with these types of prompts often described the results as feeling rather vapid. The second approach was significantly better, but the results were more variable, as students were engaging in trial-and-error with entire prompts. That made fine-tuning a good essay hard, and students using this approach often remarked that they felt they did not have a lot of control over the outputs of the AI. By far the best approach, which led to both the best essays and the most impressed students, happened when people took the co-editing approach. The approach required a lot of careful focus on the AI output, which also made it very useful for student learning.?As we discussed in our whitepaper, teaching an AI to improve an essay is a pedagogical method that can produce new insights. I would strongly suggest that you push students in this direction, if you intend to incorporate AI essays into your classes.
第一種方法產(chǎn)生了非常平庸的結(jié)果，有這些類型提示的學(xué)生經(jīng)常將結(jié)果描述為感覺相當(dāng)乏味。第二種方法要好得多，但結(jié)果更加多變，因?yàn)閷W(xué)生要根據(jù)整個(gè)提示進(jìn)行反復(fù)試驗(yàn)。這使得對(duì)一篇好文章進(jìn)行微調(diào)變得很困難，使用這種方法的學(xué)生經(jīng)常表示，他們覺得自己對(duì) AI 的輸出沒有太多控制權(quán)。到目前為止，當(dāng)人們采用共同編輯的方法時(shí)，最好的方法就會(huì)產(chǎn)生最好的論文和給學(xué)生留下最深刻的印象。該方法需要非常仔細(xì)地關(guān)注 AI 輸出，這也使其對(duì)學(xué)生學(xué)習(xí)非常有用。正如我們?cè)诎灼杏懻摰哪菢?，?AI 改進(jìn)論文是一種可以產(chǎn)生新見解的教學(xué)方法。如果你打算將 AI 論文納入你的課程，我強(qiáng)烈建議你將學(xué)生推向這個(gè)方向。
Another key lesson was that training on AI tools is really important, and students need to be shown the basics of prompt-crafting. In other classes, before I taught students how to use AI, many were using simple prompts that yielded bad results. After discussing the tools and sharing my guides, prompting got much better and the results in class improved dramatically. But even then, most of the students were not using the most advanced prompting techniques, like giving ChatGPT personas (“You are an MBA student who has spent 4 years working in the military in logistics. You are an excellent writer and use clear examples. You do not repeat yourself”), without further instruction.
另一個(gè)重要的教訓(xùn)是，人工智能工具的培訓(xùn)非常重要，需要向?qū)W生展示快速制作的基礎(chǔ)知識(shí)。在其他課程中，在我教學(xué)生如何使用人工智能之前，許多人使用的是簡(jiǎn)單的提示，但結(jié)果很糟糕。在討論了這些工具并分享了我的指南之后，提示變得更好了，課堂上的成績(jī)也有了顯著提高。但即便如此，大多數(shù)學(xué)生也沒有使用最先進(jìn)的提示技術(shù)，比如給 ChatGPT 人物角色（“你是一名 MBA 學(xué)生，在軍隊(duì)從事后勤工作 4 年。你是一位出色的作家，并且使用清晰的例子。你不要重復(fù)你自己”），沒有進(jìn)一步的指示。
Students understand accuracy and bias issues
學(xué)生了解準(zhǔn)確性和偏差問題
I have seen lots of educators concerned about the fact that the AI lies, frequently and well. But, seeing my students’ work, I think this is less of a problem than many think. Students understood the unreliability of AI very quickly, and took seriously my policy that they are responsible for the facts in their essays. It was clear that they carefully checked the assertions in the AI work (another learning opportunity!), and many reported finding the usual hallucinations — made up stories, made up citations — though the degree to which these problems were overt varied from prompt to prompt. The most interesting fact-checks were the ones focused on subtle differences (“it captured the basic facts of the example, but not the nuance”), suggesting deep engagement with the underlying concepts. Reading these reflections, I think we should be a bit less concerned about the idea that students will always be taken in by a lying ChatGPT. They are capable of understanding the limits of the tools, and the focus on facts forces them to pay attention to the details of the AI essay, creating some real teachable moments.
我見過(guò)很多教育工作者擔(dān)心人工智能經(jīng)常撒謊這一事實(shí)。但是，看到我學(xué)生的作品，我認(rèn)為這不像許多人想象的那樣是個(gè)問題。學(xué)生們很快就理解了 AI 的不可靠性，并認(rèn)真對(duì)待我的政策，即他們對(duì)論文中的事實(shí)負(fù)責(zé)。很明顯，他們仔細(xì)檢查了人工智能工作中的斷言（另一個(gè)學(xué)習(xí)機(jī)會(huì)?。S多人報(bào)告發(fā)現(xiàn)了常見的幻覺——編造故事、編造引文——盡管這些問題的明顯程度因提示而異.最有趣的事實(shí)核查是那些專注于細(xì)微差異的事實(shí)核查（“它抓住了示例的基本事實(shí)，但沒有捕捉到細(xì)微差別”），表明深入?yún)⑴c了基本概念。閱讀這些反思，我認(rèn)為我們應(yīng)該少一些擔(dān)心學(xué)生總是會(huì)被說(shuō)謊的 ChatGPT 上當(dāng)?shù)南敕?。他們能夠理解工具的局限性，?duì)事實(shí)的關(guān)注迫使他們注意 AI 文章的細(xì)節(jié)，創(chuàng)造一些真正的教學(xué)時(shí)刻。
Similarly, students were very aware of the issues of bias in these systems, though ChatGPT was less of a concern than image generation tools. The tendency of the tools to produce biased images (MBAs were almost always depicted as men by default in some tools, for example) was apparent to many students. In their essay, they thoughtfully discussed their efforts to get the AI systems to produce images that reflected their fellow students. Having a discussion about this in class when introducing these tools was helpful.
同樣，學(xué)生們非常清楚這些系統(tǒng)中存在的偏見問題，盡管與圖像生成工具相比，ChatGPT 不太令人擔(dān)憂。這些工具產(chǎn)生有偏見的圖像的傾向（例如，MBA 在某些工具中默認(rèn)情況下幾乎總是被描繪成男性）對(duì)許多學(xué)生來(lái)說(shuō)是顯而易見的。在他們的文章中，他們深思熟慮地討論了他們?yōu)樽屓斯ぶ悄芟到y(tǒng)生成反映他們同學(xué)的圖像所做的努力。在介紹這些工具時(shí)在課堂上對(duì)此進(jìn)行討論很有幫助。
AI is everywhere already?人工智能已經(jīng)無(wú)處不在
Even if I didn’t embrace AI, it is also clear that AI is now everywhere in classes. For example, students used it to help them come up with ideas for class projects, even before I even taught them how to do that. As a result, the projects this semester are much better than previous pre-AI classes. This has led to greater project success rates and more engaged teams. On the downside, I find students also raise their hands to ask questions less. I suspect this might be because, as one of them told me, they can later ask ChatGPT to explain things they didn’t get without needing to speak in front of the class. The world of teaching is now more complicated in ways that are exciting, as well as a bit unnerving.
即使我不接受 AI，也很明顯 AI 現(xiàn)在在課堂上無(wú)處不在。例如，學(xué)生們甚至在我教他們?nèi)绾巫鲋熬陀盟鼇?lái)幫助他們想出課堂項(xiàng)目的想法。因此，本學(xué)期的項(xiàng)目比以前的 pre-AI 課程要好得多。這導(dǎo)致了更高的項(xiàng)目成功率和更多的參與團(tuán)隊(duì)。不利的一面是，我發(fā)現(xiàn)學(xué)生舉手提問的情況也較少。我懷疑這可能是因?yàn)椋缙渲幸晃桓嬖V我的那樣，他們稍后可以要求 ChatGPT 解釋他們沒有得到的東西，而無(wú)需在全班同學(xué)面前發(fā)言。教學(xué)世界現(xiàn)在變得更加復(fù)雜，既令人興奮又讓人有些不安。
Once classes concludes, I will write more about how students are using AI in other ways, both required and spontaneous. I also hope to soon share some research, rather than just qualitative impressions. However, based on my experience, I think focusing on?how?people use AI in class rather than?whether?they use it will result in better learning outcomes, happier students, and graduates who are better prepared for a world while AI is likely to be ubiquitous.
一旦課程結(jié)束，我將寫更多關(guān)于學(xué)生如何以其他方式使用 AI 的內(nèi)容，包括必需的和自發(fā)的。我也希望盡快分享一些研究，而不僅僅是定性印象。然而，根據(jù)我的經(jīng)驗(yàn)，我認(rèn)為關(guān)注人們?nèi)绾卧谡n堂上使用人工智能而不是他們是否使用它會(huì)帶來(lái)更好的學(xué)習(xí)成果、更快樂的學(xué)生以及為人工智能可能無(wú)處不在的世界做好更好準(zhǔn)備的畢業(yè)生。
